

Misy^ 



_f- 



STENgUIST 

MECHANICAL APTITUDE 

TESTS 



MANUAL OF DIRECTIONS 



Bv 



r Jf L/sT 



StENQUIST 



Bureau of Reference, Research, and Statistics, 
Department of Education, City of \ew York 




WORLD BOOK COMPANY 

Yonkers -on- Hudson 



V. 



\ 



CONTENTS 

PAGE 

Introductory 3 

Individual Differences ix Mechanical Aptitude and Ixfor- 

l\L\TION 3 

Purpose of These Tests 5 

How the Tests Should Be Used 6 

Great Importance of Intelligent Use of All Tests .... 8 

What These Tests Measure lo 

Description 12 

]\Ietiiod of Scaling 13 

Norms 14 

How to Interpret Scores 14 

Time 17 

Instructions for Giving Test I 17 

Instructions for Gi\ing Test II 18 

Directions for Scoring 20 



SMAT: MD-I 



Copyright, 1922, by World Book Company 

Copyright in Great Britain 

A II rights reserved 



m i2l922 ©CU673143 



MANUAL OF DIRECTIONS 

U ^ ^ ^^ A ^ ^ INTRODUCTORY 

The rapid growth of interest in tests of general intelli- 
gence has led to wide appreciation of their value as instru- 
ments making possible better school administration, better 
teaching, and in general better educational and vocational 
guidance of pupils.^ The extended use of these tests has, 
however, also ser\Td to show the increasing need for tests of 
special intelligence, particularly in connection with voca- 
tional guidance.- Besides knowing a pupil's relative ability 
in general abstract intelligence, it is of great importance to 
discover also in what other traits or abilities he is strong 
or weak. 

The tests herein described have been found effective in 
detecting one such ability; namely, general mechanical 
aptitude. They have been shown to reveal very great 
differences among school children, some pupils possessing 
many times as much of this ability as others. 

INDIVIDUAL DIFFERENCES IN MECHANICAL 
APTITUDE AND INFORMATION 

In a public school in Manhattan, New York City, out of 
over 2000 pupils who were given these tests, the scores 
ranged from 13 per cent right up to nearly 90 per cent right. 
That is, some children possess practically no information 

' Among the most widely used group tests of general intelligence are the Otis 
Group Intelligence Scale, the Terman Group Test of Mental Ability, the Haggerty 
Intelligence Examination, the National Intelligence Tests, and the Miller Mental 
Ability Test, published by World Book Company', Yonkers-on-Hudson , New York. 

- Notable work in devising tests for vocational guidance, particularly with 
reference to entrance to engineering colleges, has been done by Dr. L. L. Thurstone 
in the Thurstone Vocational Guidance Tests, consisting of tests in Arithmetic, 
Algebra, Geometry, Physics, and Technical Information, published by World 
Book Company, Yonkers-on-Hudson, New York. 

3 



4 Stenquist Mechanical Aptititde Tests 

about the nature of things mechanical, having practically 
no aptitude in solving problems that require reasoning in 
mechanical terms, while others have unusual ability of this 
kind and show a remarkable understanding of the nature 
of mechanical devices. 

Where this knowledge is obtained by the topical American 
child cannot be fully answered here. But the explanation 
of the fact that one pupil knows a great deal and another al- 
most nothing about the mechanical principles of the hun- 
dreds of devices, toys, and machines with which both are sur- 
rounded must certainly be based in large measure upon 
original nature — the native interests and aptitude of 
each individual child. At first thought it would seem as if 
it were entirely a matter of training — that the boy who has 
had shop and science courses must in every case know 
much more about this field than the one who has not. This, 
however, we do not find to be the case. Special training 
provided in courses is, to be sure, one important factor. But 
the child who is by nature mechanically inclined obtains a 
general knowledge and develops a certain mechanical reason- 
ing ability that is almost uncanny, out of his everyday 
experience. Every toy, every machine, every workshop 
that he sees contribute to his general knowledge of this 
field, because of his native interest in them. 

It is true that every normal child has some interest in 
mechanical contrivances, and in moving objects as illus- 
trated in machines and toys, but there is a line of demarca- 
tion between the nature of the child who is attracted by the 
mere novelty of bright colors or of moving objects, and that 
of the one who feels a genuine thrill and joy in the contem- 
plation or operation of a machine because of its intrinsic 
mechanical nature — with the almost human characteristics 



Manual of Directions 5 

that he attributes to it, particularly if it is the creation of 
his own hands! 

PURPOSE OF THESE TESTS 

Educational and vocational guidance. It is obvious that a 
definite measure of general mechanical aptitude constitutes 
a valuable guide in advising pupils in the choice of courses, 
especially courses that involve choice of vocation. While 
certain "industrial art" courses are designed for general 
training value, to be taken by all pupils, regardless, for 
development purposes, every pupil eventually reaches a 
stage where he must make a vocational choice for which he 
often must select special courses. If he wishes to enter any 
of the mechanical fields, it is of greatest importance that he 
possess natural aptitude for such work. Whether or not he 
has this attribute is too often merely a guess. Here a definite 
test is invaluable, provided always that test results are 
intelligently interpreted and properly used. 

The choice of vocation by the typical child is too often 
based upon the most trivial grounds. Indeed, the advice 
of parent and teacher has often only slightly sounder bases. 
Too frequently a "mechanical career," for example, is recom- 
mended to a pupil merely because he is backward in the 
more abstract book subjects— as a convenient way around 
a perplexing situation. 

Mechanical ability and general intelligence. But such 
counsel is unjust to the child and fails to take account of 
fundamental issues involved. There is no evidence to show 
that because a pupil scores low in general intelligence he is 
likely to score high in general mechanical ability. The facts 
are rather the reverse, the correlation between the two 
abilities ranging from .2 to .4. The more important point 



6 Stenquist Mechanical Aptitude Tests 

to keep in mind is that these two types of abiHty are largely 
independent of each other: that the so-called stupid child 
may possess marked mechanical ability, but the bright child 
is even more likely to possess marked ability of the same sort. 

It is therefore a precarious procedure to attempt to pre- 
dict mechanical ability from a pupil's academic school 
record — especially to utilize academic failure as an indica- 
tion of probable mechanical aptitude. Nor can it be con- 
cluded, as is so often done, that because a child once built a 
kite or repaired a broken toy he is undoubtedly destined for 
some sort of mechanical career, or conversely that because 
he failed to do so he is not destined for such a career. Such 
sweeping conclusions imply broader and more basic premises. 

Definite measures of general mechanical aptitude. The 
tests of mechanical aptitude herein described provide a 
means of obtaining one definite estimate of the comparative 
abilities of school children. No claim is made that they 
measure all that it is desirable to measure in diagnosing 
mechanical ability. What is claimed is that they furnish 
one standardized measurement of this ability which can be 
interpreted in well-defined terms. They are designed to 
serve in preliminary surveys of the mechanical information 
and aptitude possessed by school children in general. 

HOW THE TESTS SHOULD BE USED 

Since these tests measure a trait which might well be 
called "general mechanical intelligence," wherever possible 
they should be given in parallel with tests of general abstract 
intelligence, such as the Otis Group Intelligence Scale, 
Haggerty Delta 2, and National Intelligence Tests. By 
giving tests of mechanical aptitude to pupils of Grades 6, 
7, 8, and 9 in particular, it is possible for the superintendent 



Manual of Directions 7 

to discover first of all those who have markedly high or 
markedly low ability of this kind, which cannot be found 
out easily in any other way. Such pupils will appear as of 
all grades of abstract intelligence. In the case of 275 7th 
and 8th grade boys in a New York City school, for example, 
it was found by most careful tests that of those who were 
below average in general abstract intelligence as measured by 
the average score in six tests (Otis Advanced Examination; 
National Intelligence Tests, A and B; Meyers Mental 
Measure ; Haggerty Delta 2 ; and Thorndike Visual Vocabu- 
lary) 40 per cent were nevertheless above average in mechani- 
cal aptitude as measured by the combined results of four 
tests of mechanical aptitude (Stenquist Picture Tests I and 
11,^ and Stenquist Assembling Tests, Series I and Series II). 
On the other hand, of those pupils who were above average 
in general abstract intelligence, 52 per cent were also above 
average in general mechanical aptitude.^ The correlation 
for these cases was r (Pearson) = .21 =±= .04. This indicates 
that pupils of great promise in mechanical intelligence or 
aptitude are almost as likely to be found among those with 
low scores as among those with high scores in general abstract 
intelligence tests of the kind mentioned above. But it seems 
reasonable to assume that those with high scores in both 
these t}^es of tests give most promise of success along lines 
of engineering, invention, science, etc. These individuals 
are most likely to become the Edisons and Mergenthalers 
of tomorrow. On the other hand, for those of high general 
mechanical aptitude but of low general abstract intelligence 

' The terra "Picture Tests I and II" is here used in referring to the present 
Stenquist Mechanical Aptitude Tests, I and II, to distinguish them from the 
"Stenquist Assembling Tests." 

- For brief report of this experiment see "The Case for the Low I. Q.," by John 
L. Stenquist, Journal of Educational Research, November, 1921. For reference on 
full report see footnote i, page 11. 



8 Stenquist Mechanical Aptitude Tests 

many opportunities are open. Biographical literature is 
replete with illustrations of men and women of this type 
who have not only managed to live useful lives, but many 
of whom, through brilliant mechanical achievement, have 
risen to great prominence. 

In the light of these facts, as well as of many other consid- 
erations, it is clearly important to discover the mechanical 
aptitude of every child. 

This is the first step toward intelligent educational and 
vocational guidance, in so far as mechanical vocations are 
concerned. Such a procedure is surely far more rational 
than the method of merely recommending mechanical 
careers on the basis of failure in academic subjects, or 
making such recommendation for any child who, by some 
caprice, thinks he wants it.^ 

GREAT IMPORTANCE OF INTELLIGENT USE OF 
ALL TESTS 

A most vital item concerning all mental tests, however, 
lies probably not in connection with their reliability, their 
correlations, or their other individual characteristics directly, 
but in the intelligent interpretation and the wise use of 
results. This point cannot be too greatly emphasized. 
There are many persons employing standardized tests at 

1 Both Tests I and II should be given whenever possible. While either test alone 
gives a fair sampling of ability, the average result of the two tests is always more 
reliable and should be used if possible. To combine the results of both tests the 
simplest procedure is to average the two T-Scores. The two tests are not of entirely 
similar nature, hence both combined give a wider sampling of ability. Test II is 
somewhat more difficult than Test I and is more a test of mechanical reasoning 
power, while Test I is more a test of mechanical information. The correlation 
between Tests I and II for 230 5th, 6th, 7th, and 8th grade boys was found to be 
.68. The reliability coefficients, as found for Test I by correlating the first half 
with the second in 103 cases, Grades 6 to 8, is .79. For 230 cases, Grades 6 to 8, in 
Test II, the reliability coefficient computed in the same way equals .6.=;. 



Manual of Directions g 

present who fail entirely to understand that every such 
test is essentially a diagnostic instrument and not a curative 
device. The making of this point seems needless and could 
be cited merely as an interesting absurdity were it not so 
serious and the failure to grasp it so widespread. A teacher 

recently said: "I have given the tests to all my pupils, 

but I am unable to see any improvement in them." Another 
recommended that all pupils scoring high in one mechanical 
test should leave regular school and go to trade school at 
once. Still another criticized all tests as rubbish because 
"only a, few questions are asked, and it is absurd to draw 
conclusions from answers to them." 

It is probably quite as absurd to rush to snap-judgment 
conclusions from test scores taken at face value as to fail 
to understand that mental tests are merely diagnosing 
instruments designed to function in the same way as a 
physician's stethoscope or thermometer, or better, in the 
same way as the blood count or pulse rate. As to how many 
questions are necessary, Terman uses an apt illustration by 
comparing mental testing to the assaying of ore, in which he 
makes the important point that only a samphng of mental 
qualities is necessary to yield diagnosis — just as only a 
sampling of the ingredients of a mountain will give the 
assayer an accurate estimate of the contents of the entire 
mountain. 

There is also a tendency to conclude immediately that 
because a boy obtains a low score in, say, a mechanical test 
given early in his life, the case is closed — that such a child 
had better not attempt work or courses of a mechanical 
nature. But the c|uestion of the stage of mental develop- 
ment reached, the training thus far received, and the relative 
ability displayed in other traits must all be taken into full 



10 Stenquist Mechanical Aptitude Tests 

account. While marked abilities tend to appear early, the 
factor of point of development cannot be ignored. 

Again, the person who is using tests must be clear as to 
the purpose in giving any particular test, clear as to what 
is the function of the institution which he represents. Thus 
it may often happen that the pupil who by tests shows very 
little mechanical information is precisely the one for whom 
the parent, teacher, or pupil himself desires rnost to provide 
mechanical training — if the main purpose is to give him a 
well-rounded training. On the other hand, when the ques- 
tion is one of discovering which of thousands of pupils, at a 
given time, possess marked or average mechanical aptitude, 
in order to select those best fitted for mechanical courses or 
pursuits, then it is only the high scores in which we are 
interested. For thousands of jobs average mechanical ability, 
coupled with high general intelligence, is adequate. For 
thousands of others abstract general intelligence is of less im- 
portance and actual mechanical genius of greatest importance. 

In general, the magnitude and the manifold implications 
of educational and vocational guidance must be in at least 
some degree appreciated if we are to utilize test results 
intelligently and avoid blind and naive conclusions. To 
obtain precise and well-defined measures of various mental 
traits is one thing; to prescribe a wise course of procedure 
in the light of such ascertained facts is quite another, but 
no less important. Each of the two issues requires the most 
careful technique and judgment. 

WHAT THESE TESTS MEASURE 

To estimate what any test measures it is necessary — 
besides merely looking at it and forming an offhand opinion — ■ 



Manual of Directions 1 1 

to compare it with some criterion. By the first method it is 
clear in glancing over the pages that these tests deal with 
common mechanical devices and call for perceptions and 
judgments dealing with the nature and functions of ma- 
chines and parts. They call for a certain amount of general 
intelligence but have not been designed as intelligence tests. 
The most significant criteria with which they have been 
compared are the ranks of shop and science teachers and the 
scores in the Stenquist Assembling Tests. 

Correlations with criteria. Picture Tests I and II correlate 
approximately equally well with shop and science teachers' 
rank for "general mechanical aptitude." The coefficients 
of correlation determined separately for 15 classes had a 
median value of .67 and ranged as high as .84 in the case of 
pupils in private schools who are well known by the instruc- 
tors and who can therefore accurately rank them. 

Relation to Stenquist Assembling Tests. The correlations 
between the Stenquist Assembling Tests ^ and the Sten- 
quist Mechanical Aptitude Tests, I and II, calculated 
separately for 8 classes, had median values of .69 and .66 
respectively and maximum values of .85 and .82 respectively. 
The Assembling Tests with which the Picture Tests are 
here compared consist of boxes containing actual mechanical 
objects such as locks, traps, bells, etc., to be assembled. For 
a more complete test of mechanical ability, including actual 
skill in manipulating mechanical devices, the Picture Tests 
should be followed by the Assembling Tests. ^ 

By the above correlations it is shown that Picture Tests I 

' For full details of derivation and standardization of both the Stenquist Mechan- 
ical Aptitude Tests and the Stenquist Assembling Tests see "Measurements of 
Mechanical Ability," by John L. Stenquist. Bureau of Reference, Research, and 
Statistics, Department of Education, New York City. 

^ These may be procured from Chas. H. Stocking Co., 3037 Carroll Avenue, 
Chicago, Illinois. 



12 Stenquist Mechanical Aptitude Tests 

and II measure mechanical aptitude of a kind very similar 
to that considered by shop and science teachers when 
ranking pupils in "general mechanical abihty." The corre- 
lations also show that the Picture Tests measure very many 
of the same general traits that are tested by the Assembling 
Tests, although the actual trial at manipulating mechanical 
objects is sacrificed. 

Not trade tests. Neither of these correlations indicates, 
however, that these tests measure trade skill. No special 
calling has been singled out in the design of these tests, but 
a consistent effort has been made to make them as general 
as possible. In public schools the problem is not one of 
selecting skilled tradesmen but of selecting pupils who have 
general aptitude that may be developed into any of several 
mechanical trades. Hence the aim in these tests has been 
to avoid making them dependent upon trade skill. 



DESCRIPTION 

Test I consists of a series of 95 problems presented in 
terms of pictures. In each problem the pupil is required to 
determine which one of five pictures belongs with each of 
five others. The pictures deal only with common mechanical 
objects. As previously stated, no trade is singled out and 
no picture relating to highly specialized skills is included. 

Test II consists partly of material similar to that of Test I 
and also of questions applied to cuts of machines and 
machine parts. The questions are of a general nature and 
do not presuppose that the pupil has necessarily had actual 
first-hand experience with the particular machines shown. 
They call for keen mechanical perception and the ability to 
reason out a mechanical problem. 



Manual of Directions 13 

METHOD OF SCALING 

All the problems have been scientifically arranged in order 
of difficulty and both tests have been scaled by the McCall 
T-Scale method.^ 

The T-Score (so named by Professor McCall in honor 
of Professors Thorndike and Terman) is based upon a 
constant well-defined interval; namely, the Standard Devia- 
tion of the measures of ability of unselected 12-year-old 
children (children ranging in age from 12 years, o months to 
13 years, o months). 

The T-Scale extends from o to 100. The value 50 repre- 
sents the mean or median ability of 12-year-olds. Each 10 




" I I I I I i " ii 

40 50 60 70 80 90 



points on the scale represents i S.D. of the distribution of 
scores of 1 2 -year-olds. The zero point is therefore at minus 
5 S.D. and the 100 point at plus 5 S.D. In practice, T- 
Scores fall within a range from 15 to 85. The median 12- 
year-old thus has a T-Score of 50 T. The pupil who is 
just I S.D. above the median 12-year-old pupil has a T- 
Score of 60; the pupil who is just i S.D. below the median 
12-year-old pupil has a T-Score of 40; and so on for all 
positions in the 12-year-old distribution. The scores reported 
in Tables i and 2 are all for boys. No girls' records are as 
yet available. These tables give the T-Score for each 

^ For details, see "How to Measure in Education," by William A. McCall, Ph.D. 
Houghton Mifflin Company, or Teachers College Record for January, 1921. 



14 Stenquist Mechanical Aptitude Tests 

possible number of questions right. Any score can be 
instantly compared with the performance of typical 12- 
year-old boys. 

Percentile ranks. In addition to the T-Scale scores, 
the percentile ranks are also given in Tables i and 2 for each 
age.^ The percentile ranks listed under 10 yrs., 6 mos., are 
in reality based upon all pupils of ages 10 yrs.,o mos., to 11 
yrs., o mos., etc. 

NORMS 

The medians shown at the close of Tables i and 2 consti- 
tute tentative norms. 

Grade norms are not given, since they are of doubtful 
significance. Mechanical ability does not vary with grade 
as it does with age. In fact, it does not vary greatly with 
age, from ages 12 to 15. The significant thing is the wide 
variation between individuals of the same age. 

HOW TO INTERPRET SCORES 

Suppose the total number right for John, who is 12 years 
old, is, in Test I, 26. Refer to Table i, column i. Find 26 
under "Raw Score (Number Right)." By column 2 we see 
that the T-Score equivalent is 40. This means (as also 
explained above) that this score is exactly at the — i S.D. 
position on the T-Scale. For further interpretation, by 
referring to the succeeding columns we read the percentile 
rank for any age in which we are interested. Since John is 
12 years old, we are interested also in how he ranks with 
other 12-year-olds. Column 4 shows that a T-Score ot 
40 is equivalent to the 17th percentile rank; that is, as com- 

> The tables here given must be regarded as tentative. As soon as returns are 
received from a larger number of cases, they will be revised and republished. 



Manual of Directions 



15 



Table i. 



Showing the Raw Scores (Number Right), T-Score Equivalents, and the 
Percentile Ranks for Each Age Corresponding to Each Score 











For Test I. 


Total Number Cases, 1130 
















Percentile Rank 










Percentile Rank 




Raw 


T- 
Score 




for each of five ages 




Raw 


T- 




for each of five ages 




Score 












Score 


Score 
































(Num- 
ber 
Right) 


Equiv- 


II 


12 


13 


14 


15 


( Num- 
ber 
Right) 


Equiv- 


II 


12 


13 


14 


15 


alent 


yrs. 
6 


yrs. 
6 


yrs. 
6 


yrs. 
6 


yrs. 
6 


alent 


yrs. 
6 


yrs. 
6 


yrs. 
6 


yrs. 
6 


yrs. 
6 






mos. 


mos. 


mos. 


mos. 


mos. 






mos. 


mos. 


mos. 


mos. 


mos. 


I 


IS 












51 


64 


94 


91 


84 


74 


69 


2 


16 












52 


6s 


95 


92 


8s 


76 


71 


3 


17 












53 


66 


96 


93 


87 


78 


73 


4 


18 


I 










54 


66 


97 


94 


88 


79 


75 


S 


19 


I 


I 








SS 


67 


98 


95 


89 


80 


76 


6 


20 


I 


I 








56 


68 


98 


95 


90 


82 


78 


7 


21 


2 


I 








57 


69 


99 


96 


91 


83 


79 


8 


22 


2 


I 








S8 


70 


99 


97 


92 


84 


80 


g 


23 


2 


2 








59 


70 


99 


97 


93 


85 


81 


10 


24 


3 


2 


I 






60 


71 




98 


94 


86 


82 


ir 


25 


3 


2 


I 






6i 


71 




98 


94 


87 


83 


12 


25 


4 


3 


I 






62 


72 




98 


95 


88 


84 


13 


27 


4 


3 


2 


I 




63 


72 




98 


95 


89 


^1 


14 


23 


5 


3 


2 


I 




64 


73 




99 


96 


90 


86 


IS 


29 


6 


4 


3 


2 


I 


65 


73 




99 


96 


91 


87 


16 


30 


7 


4 


3 


2 


I 


66 


74 






97 


92 


88 


17 


31 


8 


5 


3 


3 


2 


67 


74 






97 


92 


89 


18 


32 


9 


5 


4 


3 


2 


68 


75 






98 


93 


90 


19 


ii 


10 


6 


5 


4 


3 


69 


75 






98 


93 


90 


20 


34 


II 


7 


6 


5 


4 


70 


76 






99 


94 


91 


21 


35 


13 


8 


7 


6 


5 


71 


76 








94 


91 


22 


36 


IS 


10 


8 


7 


6 


72 


77 








95 


92 


23 


37 


17 


12 


9 


8 


7 


73 


77 








95 


92 


24 


38 


19 


14 


10 


9 


8 


74 


78 








96 


93 


2S 


39 


22 


i6 


12 


11 


9 


75 


78 








96 


94 


26 


40 


25 


17 


14 


12 


10 


76. 


79 








97 


94 


27 


41 


28 


19 


16 


14 


II 


77 


79 








97 


95 


28 


42 


32 


21 


18 


16 


13 


78 


80 








98 


95 


23 


43 


36 


24 


20 


18 


15 


79 


80 








98 


96 


30 


44 


40 


27 


23 


20 


17 


80 


81 








99 


96 


31 


45 


43 


31 


26 


23 


19 


81 


81 










97 


32 


46 


47 


35 


29 


25 


21 


82 


82 










97 


33 


47 


SO 


40 


32 


27 


23 


83 


82 










97 


34 


48 


54 


45 


35 


29 


25 


84 


83 










98 


3S 


49 


S3 


50 


38 


31 


27 


85 


83 










98 


36 


SO 


63 


54 


42 


34 


30 


86 


84 










98 


37 


SI 


67 


S8 


46 


38 


34 


87 


84 










98 
98 


38 


52 


70 


62 


SO 


42 


39 


88 


85 










39 


53 


73 


66 


55 


46 


42 


89 


8S 










99 


40 


54 


76 


70 


59 


50 


45 


90 


86 










99 


41 


55 


79 


73 


61 


53 


47 


91 


86 










99 


42 


56 


81 


75 


63 


55 


50 


92 


87 










99 


43 


57 


83 


77 


6S 


57 


52 


93 


87 










99 


44 


ss 


85 


79 


67 


59 


55 


94 


88 










99 


45 


59 

60 
61 


87 

88 
90 


81 

83 
85 


70 

73 
76 


61 

64 
66 


57 

60 
62 


95 


88 










99 


46 
47 


Median 
Number Right 


3i 


35 


38 


40 


42 


48 
49 
SO 


62 


91 
92 
93 


87 
89 
90 


78 
80 
82 


68 


64 
67 














62 
63 


70 
72 


Median 
T- Score 


47 


49 


52 


S4 


56 



i6 



Stenquist Mechanical Aptitude Tests 



Table 2. Raw Scores (Number Right), T-Score Equivalents, and Percentile 
Ranks for Each Score for Each Age 











For Test II. Total Number Cases, 1087 




















Percentile Rank 








Percentile Rank 


Raw 


T 




for each of six ages 




Raw 

Score 


T- 


for each of six ages 


Score 


Score 












Score 














(Num- 
ber 
Right) 


Equiv- 
alent 


10 

yrs. 
6 


II 

yrs. 
6 


12 
yrs. 
6 


13 
yrs. 
6 


14 
yrs. 
6 


IS 

yrs. 
6 


(Num- 
ber 
Right) 


Equiv- 
alent 


10 

yrs. 
6 


II 

yrs. 
6 


12 
yrs. 
6 


13 

yrs. 
6 


14 
yrs. 
6 


15 

yrs. 
6 






mos. 


mos. 


mos. 


mos. 


mos. 


mos. 






mos. 


mos. 


mos. 


mos. 


mos. 


mos. 


I 


20 


I 












43 


61 


95 


90 


83 


78 


75 


71 


2 


22 


I 












44 


62 
62 


96 


91 


85 


80 


77 


74 


3 


24 


I 












45 


97 


93 


87 


82 


79 


77 


4 
5 


26 
28 


I 
2 


I 










46 


63 


97 


94 


88 


84 


82 


79 
















47 


64 


98 


95 


90 


86 


84 


81 


6 


29 


3 


2 


I 








48 


64 


99 


96 


92 


88 


86 


83 


7 


30 


4 


2 


I 


I 






49 


65 
66 


99-4 


97 


94 


90 


88 


8s 


8 


31 


5 


3 


2 


I 






50 


99.9 


98 


9S 


92 


90 


87 


9 
10 


32 
33 


6 
8 


4 
5 


2 
3 


I 

2 


I 


I 


51 


67 
68 
69 




99 


96 


94 


92 


89 


















52 




99.2 


97 


95 


93 


90 


II 


34 


10 


6 


4 


2 


I 


I 


53 




99-4 


97 


96 


94 


92 


12 


35 


12 


8 


5 


3 


2 


I 


54 


70 




99.6 


98 


97 


95 


94 


13 


36 


15 


9 


6 


4 


3 


2 


55 


71 




99-9 


99 


98 


96 


95 


14 


36 


18 


II 


7 


4 


3 


2 


56 
















IS 


37 


21 


13 


8 


5 


4 


3 


72 






99.2 


98 


97 


96 


















57 


73 






99.4 


99 


98 


97 


16 


37 


24 


16 


10 


6 


5 


4 


58 


74 






99.6 


99-3 


98 


98 


17 


38 


27 


18 


II 


8 


6 


5 


59 


75 
76 






99.9 


99.6 


98 


98 


18 


39 


30 


20 


13 


9 


7 


6 


60 








99-9 


99 


98 


19 

20 


40 
40 


36 


22 

24 


15 
16 


10 

12 


8 
10 


8 
9 


61 
62 


77 
78 










99-1 
99.3 


98 
98 


21 


41 


39 


26 


18 


14 


12 


10 


63 
64 
65 


79 
80 
81 










99 S 


99 


22 


42 


42 


29 


20 


16 


14 


12 










99.7 


99 


23 


43 


46 


32 


22 


18 


16 


14 










99.9 


99-1 


24 


44 


50 


35 


25 


21 


18 


16 


66 
67 


82 














25 


45 


54 


38 


28 


23 


20 


19 


83 












99.2 
99-3 


26 


46 


58 


42 


31 


26 


23 


*2I 


68 
69 


84 
85 
86 












99. S 


27 


47 


62 


46 


34 


28 


26 


23 












99-7 


28 


48 


65 


SO 


38 


30 


28 


26 


70 












99.9 


29 


48 


68 


54 


42 


34 


31 


29 




87 
87 














30 


49 


71 


58 


46 


37 


34 


i^ 


71 

72 














31 


50 


74 


62 


50 


40 


37 


35 


73 


88 
88 
89 














32 


51 


76 


65 


54 


44 


40 


37 


74 
75 














33 


52 


78 


68 


57 


47 


43 


40 














34 
35 


53 
54 


So 
82 


71 
74 


61 
64 


50 
54 


46 
50 


43 
46 


76 

77 


89 
00 














36 


55 


84 
86 


77 


67 


58 
62 


54 


SO 


78 


90 














37 


S6 


79 


70 


57 


53 
















38 


57 


88 


81 


73 


65 


61 


56 


Median 












36 


39 


S8 


90 


83 


75 


68 


64 


59 


Number Right 


24 


28 


31 


34 


35 


40 


59 

59 
60 


91 

93 

94 


85 

87 
88 


77 

79 
81 


70 

73 
75 


67 

70 
72 


62 

65 
68 




44 




48 


50 


Si 


54 




41 
42 


Median 
T-Score 


55 



Manual of Directions 17 

pared with 12-year-olds in general 16 per cent score lower 
and 83 per cent score higher. Consider on the ocher hand 
the case of Tom, whose age is 14 and who also received a 
raw score of 26. His T-Score is, of course, also 40. This 
tells us, as in the case of John, that he stands at the — i S.D. 
of 12-year-olds. This is a well-defined and unambiguous 
score. However, since Tom is 14 years old we are also 
interested in knowing his ability as compared with other 
boys of his own age. Column 6 shows that the percentile 
rank of 26 right in the case of 14-year-olds is 12; that is, he 
is exceeded by 88 per cent of boys of his own age. In this 
way any score can be instantly interpreted. It gives a very 
complete notion of what any score means. Table 2 gives 
the same facts for Test II. 

TIME 

For Test I, allow 45 minutes. For Test II, allow for 
Exercise i, Exercise 2, Exercise 3, A, and Exercise 3, B, 
respectively, 10, 18, 10, and 12 minutes, as directed in 
"Instructions for Giving" below. 

INSTRUCTIONS FOR GIVING TEST I 

Pupils must he seated so as to prevent copying. 

Desks are cleared, pencils provided, and monitors pass 
out'booklets, one to each pupil. 

Examiner instructs all pupils to fill in properly the heading 
on the blanks, being especially careful to obtain the correct 
age — by last hirtliday. 

Examiner says: "Lay pencils down! Before you begin I 
will show you exactly what you are to do. Let us read the 
directions." Examiner then reads aloud the instructions 



1 8 Stenquist Mechanical Aptitude Tests 

on the front page, while the pupils read silently. Examiner 
then asks if all understand. If some do not understand, 
repeat as much as is necessary. 

Examiner now says: "Open your booklets to Exercise i, 
and turn the opposite page under like this." (Demonstrate. 
The pictures of Exercise 6 which appear upside down on 
page opposite Exercise i are then out of sight.) "You see 
that there are 3 problems in Exercise i all like the sample 
test on the front cover which we have just looked at; do 
them all in the same way. When you have finished Exercise 
I, turn the page over and do Exercise 2, then Exercise 3, 
then Exercise 4, and so on until you have tried them all. 
If you don't know the right answers, guess. Write one 
letter in each square." 

Repeat privately any instructions necessary. Each child 
must understand what he is asked to do. No child is expected 
to answer all the questions correctly, but he should try 
them all. Examiner must see that answers are being plainly 
written in the proper place; that is, in the blank spaces 
provided in the margins. 

Time: Allow 45 minutes if necessary. Booklets are 
handed in as soon as finished, but examiner should be careful 
not to imply by word or manner that this is a speed test. 
The intention is to give all the time desired by 95 per cent 
of pupils. 

INSTRUCTIONS FOR GIVING TEST II 

Pupils must be seated so as to prevent copying. 

Desks are cleared and monitors pass out booklets, one to 
each pupil. 

Examiner instructs all pupils to fill in properly the heading 



Manual of Directions i0 

blanks, being particularly careful to obtain correct age — 
by last birlMay. 

Directions for Exercise i 

Examiner says: "Lay pencils down. Before you begin 
I will show you exactly what you are to do. Turn to Exercise 
I. Let us read the directions." Examiner reads aloud, and 
pupils silently, the directions for Exercise i printed in test 
booklet. Examiner must read slowly and point out "picture 
T" and "picture H" while holding booklet up before class. 
Examiner must also point out where letters T and H are 
written in the space for the answers. As soon as all the 
pupils understand what they are to do, say: "Ready — 
begin." At the end of lo minutes, or when all have finished/ 
say: "Stop. Lay pencils down." 

Directions for Exercise 2 

"Turn to Exercise 2. Let us read the directions: 'Look 
at Figure i on opposite page, and answer as many of the 
questions below as you can. Answer each question with a 
single letter. If you don't know, guess.' When you have 
finished Figure i, do the same for Figure 2, Figure 3, and 
Figure 4. If you don't know what to do, raise your hand." 
As before, instructions are repeated, if necessary^ until all 
understand what is wanted. When all understand, examiner 
says: -"Ready — begin." Allow 18 minutes. At the end of 
this time, or when all have finished,^ examiner says: "Stop. 
Turn to Exercise 3." 

Directions for Exercise j 

Section A. "Look at the machine parts on the page 
opposite Exercise 3; now look at Figure i and Figure 2 

^ If they finish before time is up. 



20 Stenquist Mechanical Aptitude Tests 

in Exercise 3. Find where each machine part belongs in 
Figure i or in Figure 2. For example: part A belongs at i 
in Figure i or in Figure 2; so A is written beside i in the 
space for the answers." (Point to pulley A and to the 
pulleys numbered i in the two figures so that all may see the 
correspondence.) "Part W belongs at 2 in Figure i or in 
Figure 2; so W is written beside 2 in the space for the 
answers." (Point to pulley W and to pulleys 2.) "In the 
same way find which of the machine parts belong at 3, 4, 5, 
etc., in Figure i or in Figure 2, and write the letters opposite 
these ntunbers." Allow 10 minutes. 

Section B. "Now read all the questions in Section B and 
answer as many of them as you can. If you are not sure, 
guess. When you have finished, hand in your booklet." 
Allow 12 minutes. 

As the nature of this test is somewhat unusual, the 
examiner must make sure that the pupils understand what 
is required of them, and for this reason directions may be 
repeated, or given privately to any pupil who does not 
understand. The examiner must not, of course, indicate or 
suggest what is the correct answer in any case, when repeat- 
ing instructions. Examiner should see that answers are 
being written in the proper place. 

DIRECTIONS FOR SCORING 

These tests have been carefully planned to permit of 
rapid and accurate scoring. All answers are designedly 
placed at the extreme right-hand margin for each exercise, 
to facilitate easy checking of answers. 

All answers are either right or wrong. 

To find the number of correct answers, place the closed 
test booklet face up on the cardboard key, allowing the 



Manual of Dirediom 21 

latter to project at the right-hand edge sufficiently to expose 
Hst of correct answers for Exercise i; now open booklet to 
Exercise i and check off, with ink or blue pencil, each right 
answer, counting as they are checked. Write the number of 
correct responses at the foot of the column. Then turn to 
Exercise 2 without removing booklet, pulling the booklet 
slightly over to the left on the key to expose list of correct 
answers for Exercise 2, and continue checking and counting 
the right answers as before. Do the same for all the exer- 
cises. Then copy the exercise scores on to the front page and 
add to find the Total Score. Then fill in the corresponding 
T-Score from table. In the case of Test I the booklet is 
reversed to correct Exercises 4, 5, and 6. The scoring can be 
done very rapidly and accuratel}' by any teacher or compe- 
tent clerk. 



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I INGLIS INTELLIGENCE I 

I QUOTIENT VALUES | 

I TABLES DERIVED AND ARRANGED | 

I By Alexander Inglis | 

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I Harvard University | 

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I lines enclose the figures for the even years and lighter | 

I guide lines enclose the even half-years. The desired | 

I intelligence quotient is found where the proper column j 

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I mental age are presented on the two pages facing each | 

I other thus permitting the very rapid determination of | 

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